Factors affecting 12th‐grade students' physics achievement

Taşlıdere, Erdal

doi:10.1002/pits.22415

Cited by 6 publications

(8 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Conceptual knowledge is elaborated as the understanding and comprehension of ideas, principles, and theories etc. which are abstract in nature and may not have any physical occurrences (Taslidere, 2020). The academic achievement is defined as gain of higher scores/grades and performing skillfully for the solution of any given problem (Wider, & Wider, 2023).…”

Section: Research Problemmentioning

confidence: 99%

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

2024

Futurity of Social Sciences

View full text Add to dashboard Cite

The study aimed to explore how improving conceptual understanding and problem-solving skills in secondary school students can lead to better academic success in the field of physics. The research utilised a multistage sampling technique, selecting 64 schools as clusters and randomly selecting 2350 male and female students for the study. The focus is on increasing enrolments and enhancing the overall quality of education by improving students' abilities in critical thinking and problem-solving. The ultimate goal is to boost academic achievement and ensure a higher standard of education in the sector. Two self-designed achievement tests were utilised in this research based on the updated Bloom's taxonomy to assess the conceptual understanding and problem-solving abilities of students. Conceptual Knowledge Test (CKT) was of 20 MCQs items whereas the Problems-Solving Skills Test (PSST) consisted on five problem-based supply type questions. The tests were validated by the experts. The pilot study revealed 0.87 of reliability for CKT and 0.67 for PSST. This reliability was verified with Ferguson delta 0.99 for both tests. The item difficulty and discrimination index remained moderate. The significance of the variables was determined using an independent samples t-test, while the correlation between the variables was assessed using the Pearson product moment correlation. The analysis revealed moderately significant relationships between the variables. The study revealed statistically significant gender differences in academic performance, with females outperforming males across all variables examined. Therefore, educators are advised to implement concept learning strategies and problem-based learning approaches in order to improve students' conceptual understanding and problem-solving abilities

show abstract

Section: Research Problemmentioning

confidence: 99%

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

2024

Futurity of Social Sciences

View full text Add to dashboard Cite

show abstract

“…The number of studies investigating the individual and collective effects of the student, family and school-related factors on achievement is limited (Engin-Demir, 2009;Güvendir, 2014;Ölçüoğlu & Çetin, 2016;Önder & Uyar, 2018;Sarı et al, 2017;Taslidere, 2020) and none of them have studied the collective effects of aforementioned factors on math achievement according to the location of the school in Turkey. Hence, this study aimed to determine how well each set of the student, family and school-related factors predict 4th grade students' math achievement over and above the other(s) in schools located within different regions in Turkey.…”

Section: Purpose Of the Researchmentioning

confidence: 99%

“…The independent variables were selected based on theoretical and empirical findings from previous research. Besides, the data availability, comparability, criticality and whether or not it will enable comprehensive evaluation were also taken into consideration (Ataç, 2019;Engin-Demir, 2009;Farooq et al, 2011;Ker, 2016;Kraft & Dougherty, 2013;Mohammadpour, 2013;OECD, 2019;Özer & Anıl, 2011;Semeraro et al, 2020;Şirin, 2005;Takashiro, 2017;Taslidere, 2020). The data concerning the student and family-related variables were derived from the student's questionnaire and those of the school-related variables were obtained from school principal's questionnaire.…”

Section: Variablesmentioning

confidence: 99%

The relative effect of student, family and school-related factors on math achievement by location of the school

Tomul

Önder

Taşlıdere

2021

Large-scale Assess Educ

Self Cite

View full text Add to dashboard Cite

This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students’ math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students’ confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents’ highest education level, parents’ highest occupation level, early numeric activities before school explained small amounts of variance in students’ math achievement in the schools of all locations.

show abstract

“…In the literature, it is discussed that gender is one of the critical factors that affects students' achievement in science education. Some studies found it as the significant predictor (Mcpanang, 2016;Taslidere, 2020) and the others (Awodun, Oni, & Aladejana, 2014;Yerdelen-Damar & Peşman, 2013) found it as insignificant predictor for the science achievement. Likewise, some of the previous studies (Ates, 2005;Chambers & Andre, 1997;Kibirige & Tsamago, 2019) reported insignificant, and the others (Chu, Treagust, & Chandrasegaran, 2009;Wang & Andre, 1991) found significant interactions between gender and treatments.…”

Section: Simulationmentioning

confidence: 99%

Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves

Taşlıdere

2021

Participatory Educational Research

View full text Add to dashboard Cite

The purpose of this study was to investigate both the individual and relative effectiveness of two conceptual change interventions, gender and their interactions on preservice science teachers’ conceptual understanding and their misconceptions in mechanical waves. The interventions are conceptual change texts enriched with concept cartoons (CCTCC) and 5E learning model enriched with simulation activities (5ESA) respectively. Participants are 66 sophomores from two intact classes. A quasi-experimental design was used as a research methodology. One group studied the concept of mechanical waves with the CCTCC and the other studied it with the 5ESA. Students’ conceptual understanding levels and misconceptions were measured by a Four-Tier Mechanical Waves Misconception Test as pre and post-test. Preliminary analysis indicated that there was no significant difference among the intervention groups’ pre-conceptual understanding levels. Individual effects of the treatments from pre to post-tests were investigated by paired-sample t-tests and the main effects of the treatments, gender and their interactions on post-conceptual understanding levels were examined via two-way ANOVA. The results of t-tests showed that both treatments significantly affected learners’ conceptual understanding levels individually. ANOVA results yielded a significant treatment effect on behalf of the CCTCC, but the effects of the gender and gender*treatment interaction on students’ post-conceptual understanding levels were insignificant. Findings showed that the conceptual change approach accompanied by conceptual change text enriched with concept cartoons is likely to be more effective for increasing students’ conceptual understanding level and decreasing their misconceptions in mechanical waves.

show abstract

Factors affecting 12th‐grade students' physics achievement

Cited by 6 publications

References 54 publications

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

The relative effect of student, family and school-related factors on math achievement by location of the school

Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers’ Conceptual Understanding of Waves

Contact Info

Product

Resources

About